The Blue Coat Church of England (Aided) Infants School

National Curriculum Coverage by Subject and Year Group

KEY STAGE 1 CREATIVE CURRICULUM UPDATED JUNE 2014 INLINE WITH THE NEW NATIONAL CURRICULUM

Reviewed September 2016

LONG TERM PLAN

YEAR 1 YEAR 2

Autumn 1 Incredible me Amazing me

Autumn 2 Let’s Celebrate Fire and Light

Spring 1 Wild things To infinity and beyond

Spring 2 Green fingers Pirates Ahoy!

Summer 1 A bugs life Dinosaurs

Summer 2 Once upon a time… A wonderful world

ART

Purpose of Study: Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils,

equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and

develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and

wealth of our nation.

Aims: The national curriculum for art and design aims to ensure that all pupils:

produce creative work, exploring their ideas and recording their experiences

become proficient in drawing, painting, sculpture and other art, craft and design techniques

evaluate and analyse creative works using the language of art, craft and design

know about great artists, craft makers and designers,

Pupils should be taught:

Year 1 Year 2

to use a range of materials creatively to

design and make products

Modrock (masks) – Wild Things

Using materials to add detail - (masks) – Wild Things

ICT – Portraits drawing Incredible me

Natural Materials – (Andy Goldsworthy) Green Fingers and

Forest school

Paint with Brushes (skeletons) – Amazing me

Pastel (skeletons) – Amazing me

Oil Pastel – (landscape drawing) A Wonderful World

Cardboard – (fire engine) Fire

Paint with Brushes Pirates

to use drawing, painting and sculpture to

develop and share their ideas,

experiences and imagination

Drawing –(house drawing) Incredible me

Painting – (portraits) Incredible me

Sculpture – (using natural materials/Andy Goldsworthy) Green fingers

Drawing- Healthy plate of food – Amazing me

Painting – Skeletons) Amazing me

Drawing – (under the sea fish) Pirates

to develop a wide range of art and

design techniques in using colour,

pattern, texture, line, shape, form and

space

(rangoli patterns) Let’s Celebrate

Line –(Portraits) Incredible me

Shape – (Andy Goldsworthy) Green Fingers

Form – (masks) – Wild Things

Space – (Andy Goldsworthy) Green Fingers/Incredible me

Colour – fire pictures

Texture – rubbings of natural materials

about the work of a range of artists,

craft makers and designers, describing

the differences and similarities between

different practices and disciplines, and

making links to their own work.

Andy Goldsworthy (sculptor/evaluation) – Green Fingers

Art from around the World – (France, Australia, Africa, Van Gough)

A Wonderful World

DESIGN AND TECHNOLOGY

Purpose of Study: Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant

problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as

mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past

and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an

essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims: The national curriculum for design and technology aims to ensure that all pupils:

develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

critique, evaluate and test their ideas and products and the work of others

understand and apply the principles of nutrition and learn how to cook.

Subject Content: Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of

designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider

environment].

Cooking and nutrition: As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in

pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably

and well, now and in later life.

Pupils should be taught:

Year 1 Year 2

DESIGN

design purposeful, functional,

appealing products for themselves

and other users based on design

criteria

Fruit Smoothies – Green Fingers

Pop up cards – Celebrations

Flip flops – Once Upon a Time

Fire Engine – Fire

Fruit Salads - Amazing me

A healthy plate – Amazing me

generate, develop, model and

communicate their ideas through

talking, drawing, templates,

mock-ups and, where appropriate,

information and communication

Fruit Smoothies – Green Fingers

Moving cards – Celebrations

Flip flops – Once Upon a Time

An alien – To infinity and beyond

technology

MAKE

select from and use a range of

tools and equipment to perform

practical tasks [for example, cutting,

shaping, joining and finishing]

Fruit Smoothies – Green Fingers (cutting, mixing using a

machine)

Moving cards – Celebrations (Glue, scissors, split pins,

paper)

Shield – Once Upon a Time (paint, scissors, glue, glitter)

Alien – (Glue, Scissors, Masking tapes, scelloptape, paint,

collage, rulers) To infinity ane beyond.

select from and use a wide range

of materials and components,

including construction materials,

textiles and ingredients,

according to their characteristics

Ingredients – Green Fingers

Flip flops – Once Upon a Time

Ingredients - Dinosaur / fossil biscuits - Dinosaurs

Moon scapes (mod rock)

EVALUATE

explore and evaluate a range of

existing products

Existing Fruit Smoothie Products – Green Fingers

Moving cards examples – Celebrations

Flip flops – One Upon a Time

evaluate their ideas and products

against design criteria

Fruit Smoothies – Green Fingers

Moving cards – Celebrations

Flip flops – Once Upon a Time

Junk Alien – To infinity and beyond

Moon scapes – To infinity and beyond

TECHNICAL KNOWLEDGE

build structures, exploring how

they can be made stronger,

stiffer and more stable

Castle - Once Upon a time Pirate Ship / Raft – Pirates/Forest

explore and use mechanisms [for

example, levers, sliders, wheels

and axles], in their products.

Moving cards/levers and turns – Celebrations

Wheels and Axles – (Fire engine) Fire

COOKING AND NUTRITION

use the basic principles of a

healthy and varied diet to

prepare dishes

Growing vegetables - Green Fingers

Amazing me – basic understanding of the importance of a

balanced diet.

understand where food comes

from.

Growing vegetables - Green Fingers

Amazing me - understand where all elements of a

balanced diet come from

GEOGRAPHY

Purpose of Study: A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of

their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s

key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical

and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that

explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims: The national curriculum for geography aims to ensure that all pupils:

develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how

these provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial

variation and change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Subject Content: Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to

human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Pupils should be taught:

Year 1 Year 2

LOCATIONAL KNOWLEDGE

name and locate the world’s seven

continents and five oceans

A Wonderful World

Where I come from -- Amazing me

name, locate and identify

characteristics of the four

countries and capital cities of the

United Kingdom and its surrounding

A Wonderful World

Amazing me

seas PLACE KNOWLEDGE

understand geographical similarities

and differences through studying

the human and physical geography

of a small area of the United

Kingdom, and of a small area in a

contrasting non-European country

Walsall and Amazon Rainforest – Wild Things

Aboriginal people – A Wonderful World

Walsall and Tobermory - Pirates

HUMAN AND PHYSICAL GEOGRAPHY

identify seasonal and daily weather

patterns in the United Kingdom and

the location of hot and cold areas

of the world in relation to the

Equator and the North and South

Poles

Weather log - Green Fingers

Comparison of four seasons – Green Fingers

Look at how weather effects plants – Green Fingers

Maths (cross curricula link)

Hot and cold areas of the world – A Wonderful World

use basic geographical vocabulary

to refer to:

key physical features,

including: beach, cliff,

coast, forest, hill, mountain,

sea, ocean, river, soil,

valley, vegetation, season

and weather

key human features,

including: city, town, village,

factory, farm, house,

office, port, harbour and

shop

Walsall – Incredible me

Amazon Rainforest – Wild Things

ICT link – We are photographers p32 A Wonderful World

Tobermory – Pirates

Geographical skills and fieldwork

use world maps, atlases and globes Google maps to locate Walsall – Incredible me A Wonderful World

to identify the United Kingdom and

its countries, as well as the

countries, continents and oceans

studied at this key stage

use simple compass directions

(North, South, East and West) and

locational and directional language

[for example, near and far; left

and right], to describe the location

of features and routes on a map

Directional language in maths – left/right (cross

curricula)

A Bug’s Life – Follow a map

Maths link (NSEW)

Treasure maps - Pirates

use aerial photographs and plan

perspectives to recognise landmarks

and basic human and physical

features; devise a simple map; and

use and construct basic symbols in

a key

Map route to school (symbols for buildings/features) –

Incredible me

Google earth – Incredible me

Map of the Wild Things island (using a key) – Wild

Things

A Bug’s Life – Create a map of bug habitats in our outside

area.

Google Earth – A Wonderful World

Treasure maps using a key – Pirates

Google earth – Amazing me

use simple fieldwork and

observational skills to study the

geography of their school and its

grounds and the key human and

physical features of its surrounding

environment.

Hunt around school grounds – Bugs life

Walk around local area – Incredible me

Exploring the outdoor area - Forest school

Look at plants – Green fingers

Exploring the outdoor area - Forest school

HISTORY

Purpose of Study: A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’

curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and

judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as

their own identity and the challenges of their time.

Aims:

know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how

Britain has influenced and been influenced by the wider world

know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic

features of past non-European societies; achievements and follies of mankind

gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw

contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and

interpretations of the past have been constructed

gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international

history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Subject Content: Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they

study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical

terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should

understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical

periods that they will study more fully at key stages 2 and 3.

Pupils should be taught:

Year 1 Year 2

LOCATIONAL KNOWLEDGE

changes within living memory. History of ourselves/family tree - Teddy and Me

History of toys - Let’s Celebrate

Where appropriate, these should

be used to reveal aspects of

change in national life

History of homes/castles – Once Upon a Time

History of people that live in a castle/ Trip to

Tamworth castle – Once upon a Time

events beyond living memory that

are significant nationally or globally

[for example, the Great Fire of

London, the first aeroplane flight or

events commemorated through

festivals or anniversaries]

Remembrance Sunday - Celebrations The Great Fire of London, The Gunpowder Plot – Fire

Mary Anning - Dinosaurs

the lives of significant individuals in

the past who have contributed to

national and international

achievements. Some should be used

to compare aspects of life in

different periods [for example,

Elizabeth I and Queen Victoria,

Christopher Columbus and Neil Armstrong,

William Caxton and Tim Berners-Lee,

Pieter Bruegel the Elder and LS Lowry,

Rosa Parks and Emily Davison, Mary

Seacole and/or Florence Nightingale and

Edith Cavell]

The Queen – Once Upon a Time Mary Seacole– Amazing me

Guy Fawkes and Samuel Pepys – Fire

Mary Anning – Dinosaurs

Neil Armstrong – To infinity and beyond

Ferdinand Megellan & Christopher Columbus - Pirates

significant historical events, people

and places in their own locality.

Guy Fawkes - Celebrations Sister Dora – Amazing me

MUSIC

Purpose of Study: Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love

of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with

music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims: The national curriculum for music aims to ensure that all pupils:

perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians

learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology

appropriately and have the opportunity to progress to the next level of musical excellence

understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture,

structure and appropriate musical notations.

Pupils should be taught:

Year 1 Year 2

use their voices expressively and

creatively by singing songs and

speaking chants and rhymes

Teddy and Me – explore vocal range and sound sources

Celebrations – Carol Concert performance

London’s Burning Song - Fire

Bonfire Song – (to the tune of Wheels on a bus) – Fire

Remember, Remember 5th November Chant

French Songs/African songs/transport song – A

Wonderful World

Year group Christmas performance

play tuned and untuned instruments

musically

Incredible me (basic introduction)

A bugs life (tuned metallic instruments – pitch)

Fire topic

Dinosaurs topic

listen with concentration and

understanding to a range of high-

quality live and recorded music

Once upon a time (tudor music, ballet music) Digeridoo Music – A Wonderful World

Christmas and End of year Performance

Pirates (seashanties)

experiment with, create, select

and combine sounds using the

inter-related dimensions of music.

Wild Things (rhythm and beat)

Green Finger (pitch)

Dinosaurs (wooden/natural material instruments –

dynamics)

Holts Planets Suite (rhytmn clapping) – Infinity and

beyond

PHYSICAL EDUCTION

Purpose of Study: A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide

opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and

help to embed values such as fairness and respect.

Aims: The national curriculum for physical education aims to ensure that all pupils:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

lead healthy, active lives.

Subject Content: Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility,

balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a

range of increasingly challenging situations.

Pupils should be taught:

Year 1 Year 2

master basic movements including

running, jumping, throwing and

catching, as well as developing

balance, agility and co-ordination,

and begin to apply these in a range

of activities

Traveling at different speeds – Wild Things

Stretched shapes/pike shapes/balance/jumps/travel -

Wild Things

Travel/simple rolls/simple balances leading to a sequence–

Green Fingers

Travelling like animals – Teddy and me

Roll and receive a ball – celebrations

Throwing and catching – Teddy and Me

Traveling with a ball/running/jumping/hopping- Pirates

Athletic skills - Once Upon a Time

balance, forward/backward/side rolls

/handstand/cartwheel – Fire

Ball Skills – Throwing / Catching / Kicking – A Bugs Life

participate in team games,

developing simple tactics for

attacking and defending

Team games - Once Upon a Time

Simple Team Games (Teddy and Me)

Pirate games (working in teams) - Pirates

With a ball – health heroes

Explore traditional english team games such as cricket

and rounders and create own team game – Wonderful

World

perform dances using simple Dance (repeating actions)- Teddy and Me Dance (compose dance to music) - Dinosaurs

movement patterns. Dance (making a variety of shapes) - Celebrations

Dance (creating a structured dance)- Green Fingers

COMPUTING

Purpose of Study: A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with

mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught

the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding,

pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and

express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital

world.

Aims: The national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident

Pupils should be taught:

Year 1 Year 2

understand what algorithms are;

how they are implemented as

programs on digital devices; and

that programs execute by

following precise and unambiguous

instructions

We are treasure hunters – Pirates p12 (beebots)

We are TV chefs – Green Fingers p22 (instructions)

Health Heroes – unit 2.1 pg14/coding

create and debug simple programs

We are treasure hunters – Pirates p12 (beebots)

We are TV chefs – Green Fingers p22 (instructions)

Health Heroes – unit 2.1 pg14/coding

use logical reasoning to predict We are TV chefs – Green Fingers p22 Health Heroes – unit 2.1 pg14/coding

the behaviour of simple programs We are treasure hunters – Pirates p12 (beebots)

use technology purposefully to

create, organise, store,

manipulate and retrieve digital

content

Animated book/ ICT project - Wild things

Starting graph (pictogram) – Teddy and Me

Starting graph (bar charts) in maths

We are celebrating – Celebrations p63 (retrieving

pictures)

We are a painter – Once upon a time - p33 (creating

pictures)

A bugs life – collect data about bugs p62

A Wonderful World p32 We are photographers –

manipulate photos

Fire – research Samuel pepys

recognise common uses of

information technology beyond

school

We are treasure hunters – Pirates p12

We are TV chefs – Green Fingers Growing Things p22

We are celebrating – Celebrations p63

A bugs life – collect data about bugs p62

A Wonderful World p32 We are photographers –

manipulate photos

Dinosaurs – blog about dinosaurs

use technology safely and

respectfully, keeping personal

information private; identify

where to go for help and

support when they have concerns

about content or contact on the

internet or other online

technologies

We are celebrating – Celebrations p63

We are a painter – Once upon a time - p33

A bugs life – collect data about bugs p62

A Wonderful World p32 We are photographers/e-safety

project

Dinosaurs – blog about dinosaurs

SCIENCE

Purpose of Study: A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science

has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through

building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and

curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims: The national curriculum for science aims to ensure that all pupils:

develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about

the world around them are

equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure

understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may

struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order

content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and

precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting,

presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider Science 145 school

curriculum: teachers will wish to use different contexts’ to maximise their pupils’ engagement with and motivation to study science.

The nature, processes and methods of science

‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and

guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so

that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking;

identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through

collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to

engage meaningfully in more sophisticated discussion of experimental design and control.

Spoken language

The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality

and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be

assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their

misconceptions.

School curriculum

The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the

key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can

introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make

this information available online.

Subject Content: The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-

constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific

ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things,

carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have

found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical

experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in

the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Pupils should be taught:

Year 1 Year 2

WORKING SCIENTIFICALLY (YEARS 1 & 2)

asking simple questions and

recognising that they can be

answered in different ways

All

Pirates

All

A Wonderful World

Dinosaurs – Egg Investigation

observing closely, using simple

equipment

Plants – Green fingers

Everyday materials – Once upon a time

Magnifying Glass – A bugs life

performing simple tests Everyday materials – Once upon a time

Exploring the senses – Teddy and Me

Growing a bean – Green Fingers

Ear muffs and sounds – Wild Things

Fire – simple tests on materials

All

identifying and classifying Plants – Green Fingers

Animals and humans – Teddy and Me

Fish and birds - Pirates

A Bug’s Life - Hunt/Classify/Identify bugs

Health Heroes – Group foods into food types

Fire – identify and classify materials

Dinosaurs – identifying and classifying dinosaurs

using their observations and ideas

to suggest answers to questions

Seasonal change – Let’s celebrate

Growing plants – Green fingers

Sound and hearing –Wild Things

Forces – Pirates

Materials – Teddy and Me and Once Upon a Time

Fire – explore materials and find the most suitable

for a purpose

Dinosaurs – giant egg investigation

All

gathering and recording data to

help in answering questions.

Seasonal change – Let’s celebrate

Growing plants – Green fingers

Sound and hearing –Wild Things

Materials – Teddy and Me and Once Upon a Time

Tally – Woodlouse investigation – A bugs Life

All

PLANTS (YEAR 1)

identify and name a variety of

common wild and garden plants,

including deciduous and evergreen

trees

Visit to the local allotment - Green fingers

Look at images of plants and trees – Green fingers

Forest school

identify and describe the basic

structure of a variety of common

flowering plants, including trees.

Label plant parts and trees – Green Fingers

ANIMALS, INCLUDING HUMANS (YEAR 1)

identify and name a variety of

common animals including fish,

amphibians, reptiles, birds and

mammals

Fish and birds – Pirates

Life cycle of a frog – Teddy and Me

Animals (farm/pet/Adults & their young) - Teddy

and Me

Insects – A bugs life

Wonderful World – African Animals /

Underwater animals

Prehistoric animals - Dinosaurs

identify and name a variety of

common animals that are

carnivores, herbivores and

omnivores

Wonderful World – African Animals,

Underwater Animals

Prehistoric animals - Dinosaurs

describe and compare the

structure of a variety of common

animals (fish, amphibians, reptiles,

birds and mammals, including pets)

Life cycle of a frog – Teddy and Me

Fish – Pirates

Animals (farm/pets) – Teddy and Me

Caterpillar/Butterfly/Insects – A bugs Life

Prehistoric Animals - Dinosaurs

identify, name, draw and label the

basic parts of the human body and

say which part of the body is

associated with each sense.

Label a human body – Teddy and Me

Senses covered in each topic.

EVERYDAY MATERIALS (YEAR 1)

distinguish between an object and

the material from which it is made

Let’s Celebrate – identify toys and the materials

they are made from.

identify and name a variety of

everyday materials, including wood,

plastic, glass, metal, water, and

rock

Let’s Celebrate - identify toys and the materials

they are made from.

describe the simple physical

properties of a variety of everyday

materials

Raft/ship – Wild Things

Explore waterproof and magnetic materials - Once

upon a time

Sound proof materials – Wild Things

compare and group together a

variety of everyday materials on

the basis of their simple physical

properties.

Magnetic - Once upon a time

Senses – Teddy and Me

Sound proof materials – Wild Things

Materials/Toys– Lets Celebrate

Waterproof – Once upon a time

SEASONAL CHANGES (YEAR 1)

observe changes across the four

seasons

Weather log - Green fingers

Forest school link

Compare the seasons in different celebrations –

Let’s celebrate

observe and describe weather

associated with the seasons and

how day length varies.

Comparison of the seasons –Let’s celebrate

Maths (cross curricula link)

Green fingers -

LIVING THINGS AND THEIR HABITATS (YEAR 2)

explore and compare the A Bug’s Life

differences between things that

are living, dead, and things that

have never been alive

Dinosaurs – Fossils

identify that most living things live

in habitats to which they are suited

and describe how different

habitats provide for the basic

needs of different kinds of animals

and plants, and how they depend on

each other

Forest school link

A Bug’s Life

A Wonderful World – Underwater / African

animals

identify and name a variety of

plants and animals in their habitats,

including micro-habitats

Plants – Green Fingers A Bug’s Life (animals – micro habitats)

A Wonderful World – Underwater / African

animals

Dinosaurs

describe how animals obtain their

food from plants and other animals,

using the idea of a simple food

chain, and identify and name

different sources of food.

Dinosaurs

A Bugs Life

PLANTS (YEAR 2)

observe and describe how seeds

and bulbs grow into mature plants

Grow a bean – Green Fingers Dinosaurs – plants that dinosaurs may have

eaten

find out and describe how plants

need water, light and a suitable

temperature to grow and stay

healthy.

Grow a bean – Green Fingers Dinosaurs – what do plants need to grow?

Investigate – could this be why the dinosaurs

died out?

ANIMALS, INCLUDING HUMANS (YEAR 2)

notice that animals, including

humans, have offspring which grow

into adults

Look at animal families - Teddy and Me A bugs life – life cycle of a butterfly

A Wonderful World – African Animals

find out about and describe the

basic needs of animals, including

humans, for survival (water, food

and air)

A bugs life – look after caterpillars / butterlies

Dinosaurs – explore possibilities for extinction

describe the importance for

humans of exercise, eating the

right amounts of different types of

food, and hygiene.

PE links

Healthy smoothies – Green Fingers

Health Heroes

USE OF EVERYDAY MATERIALS (YEAR 2)

identify and compare the suitability

of a variety of everyday materials,

including wood, metal, plastic, glass,

brick, rock, paper and cardboard

for particular uses

Magnetic – Once upon a time

Sound proof – Wild Things

Waterproof – Once upon a time

Fire – explore suitable materials for a fireman’s

uniform

find out how the shapes of solid

objects made from some materials

can be changed by squashing,

bending, twisting and stretching.

Fire – Fireman’s Uniform

Literacy

We teach Literacy daily in similar ability sets. We cover all reading and writing objectives as set out in the new National Curriculum. We plan

rigorously for the progression of word development, comprehension, speaking and listening, handwriting, spelling, punctuation and phonics.

Please see attached Literacy document for more precise information. Where appropriate we link literacy lessons to the current topic being

taught. In addition, we incorporate and plan for many consolidation literacy activities during our creative curriculum lessons. (See topic webs).

Maths

We teach Maths daily in similar ability sets. We cover all objectives as set out in the new National Curriculum. We plan rigorously for the

development of number (place value, addition, subtraction, multiplication, division & fractions), measure, geometry (properties of shape,

position and direction) and statistics. Please see attached Maths document for more precise information. Where appropriate we link maths

lessons to the current topic being taught. In addition, we incorporate and plan for many consolidation maths activities during our creative

curriculum lessons. (See topic webs).

Religious Education

We follow Walsall’s agreed Syllabus for the teaching of R.E. (link to PDF document). We teach R.E. in isolation to other curriculum subjects but

make links to our creative curriculum where appropriate (see our topic webs). We make provision for a daily act of collective worship

PSHE (Personal, Social, Health and Economic Education)

Our curriculum is balanced and broadly based. It

promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares

them for the opportunities, responsibilities and experiences of later life. PSHE is embedded into all of our teaching at Delves Infant and

Nursery School, in addition we have isolated PSHE lessons and make links to our creative curriculum where appropriate (see our topic webs).

The ‘SEAL’ – (Social and Emotional Aspects of Learning) documentation forms the basis of many of our isolated PSHE lessons and assemblies.

All schools must publish their school curriculum by subject and academic year online.